Article, 2017

The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis

EARLY CHILDHOOD RESEARCH QUARTERLY, ISSN 0885-2006, Volume 38, Pages 97-115, 10.1016/j.ecresq.2016.07.002

Contributors

Markussen-Brown, Justin (Corresponding author) [1] Juhl, Carsten 0000-0001-8456-5364 [1] [2] Piasta, Shayne B. [3] [4] Bleses, Dorthe 0000-0003-1670-4742 [5] Hojen, Anders 0000-0003-2923-5084 [5] Justice, Laura M. [3] [4]

Affiliations

  1. [1] Univ Southern Denmark, Dept Language & Commun, Odense, Denmark
    2. [NORA names: SDU University of Southern Denmark; University; Denmark; Europe, EU; Nordic; OECD];
  2. [2] Copenhagen Univ Hosp, Dept Rehabil, Gentofte, Denmark
    3. [NORA names: KU University of Copenhagen; University; Denmark; Europe, EU; Nordic; OECD];
  3. [3] Ohio State Univ, Dept Teaching & Learning, Columbus, OH 43210 USA
    4. [NORA names: United States; America, North; OECD];
  4. [4] Ohio State Univ, Dept Teaching & Learning, Columbus, OH 43210 USA
    5. [NORA names: United States; America, North; OECD];
  5. [5] Aarhus Univ, Sch Commun & Culture, DK-8000 Aarhus C, Denmark
    6. [NORA names: AU Aarhus University; University; Denmark; Europe, EU; Nordic; OECD]

Abstract

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Keywords

Educator-child interactions, Emergent literacy, Preschool quality, Process quality, Professional development

Data Provider: Clarivate

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